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Статті в журналах з теми "Digital libraries – South Africa – Case studies":
Ladeira, Ilda, Nicola J. Bidwell, and Xolile Sigaji. "DIGITAL STORYTELLING DESIGN LEARNING FROM NON-DIGITAL NARRATIVES: TWO CASE STUDIES IN SOUTH AFRICA." Oral History Journal of South Africa 2, no. 1 (September 22, 2016): 41–55. http://dx.doi.org/10.25159/2309-5792/1582.
J. Strand, Karla, and Johannes Britz. "The evolving role of public libraries in South Africa in addressing information poverty." Library Management 39, no. 6-7 (August 13, 2018): 364–74. http://dx.doi.org/10.1108/lm-08-2017-0072.
Bangani, Siviwe, Sabelo Chizwina, and Mathew Moyo. "An analysis of interlibrary loan services: a case study of a university in South Africa." Information Discovery and Delivery 46, no. 1 (February 19, 2018): 26–37. http://dx.doi.org/10.1108/idd-08-2017-0059.
Mujinga Tshiani, Valerie, and Maureen Tanner. "South Africa’s Quest for Smart Cities: Privacy Concerns of Digital Natives of Cape Town, South Africa." Interdisciplinary Journal of e-Skills and Lifelong Learning 14 (2018): 055–76. http://dx.doi.org/10.28945/3992.
Balogun, Tolulope, and Trywell Kalusopa. "A framework for digital preservation of Indigenous knowledge system (IKS) in repositories in South Africa." Records Management Journal 31, no. 2 (June 16, 2021): 176–96. http://dx.doi.org/10.1108/rmj-12-2020-0042.
Weyer, Bezerra, and Vos. "Participatory Mapping in a Developing Country Context: Lessons from South Africa." Land 8, no. 9 (September 3, 2019): 134. http://dx.doi.org/10.3390/land8090134.
Matlala, Mpubane E. "The Role of the Legal Deposit Library in Bridging the Digital Divide: A Case Study of the Msunduzi Library in Pietermaritzburg, South Africa." Research in Economics and Management 5, no. 3 (August 15, 2020): p151. http://dx.doi.org/10.22158/rem.v5n3p151.
Karar, Haytham. "Algorithmic Capitalism and the Digital Divide in Sub-Saharan Africa." Journal of Developing Societies 35, no. 4 (December 2019): 514–37. http://dx.doi.org/10.1177/0169796x19890758.
Al, Umut, Pablo Andrade Blanco, Marcel Chiranov, Lina Maria Cruz Silva, Luba Nikolaeva Devetakova, Yulianto Dewata, Ieva Dryžaite, et al. "Global Libraries impact planning and assessment progress." Performance Measurement and Metrics 16, no. 2 (July 13, 2015): 109–31. http://dx.doi.org/10.1108/pmm-05-2015-0015.
Barker, Arthur, and Johan Swart. "Platforms of knowledge: architectural heritage practice and the information age in South Africa." Virtual Archaeology Review 11, no. 22 (January 28, 2020): 56. http://dx.doi.org/10.4995/var.2020.12234.
Дисертації з теми "Digital libraries – South Africa – Case studies":
Pietersen, Jeremiah. "The shape and form of the 21st century academic library in South Africa : the case of the University of Cape Town libraries." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13733.
Phakathi, Bekezela. "Impact of new media technologies on the production of economics news in South Africa : a case study of Fin24.com (www.fin24.com)." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1007631.
Titus, Simone. "Towards a social constructivist game-based learning model: a case of using digital games in sports studies in South Africa." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23457.
Newman, Linda Rozetta. "Opvoeders se perspektiewe rakende die gebruik van die leesperiode en skoolbiblioteke in geselekteerde skole in die Noord-Kaap." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86614.
ENGLISH ABSTRACT: Reading is an important skill for the 21st century and are one of the cornerstones of learning. Research shows an escalating concern about the reading ability of South African learners. In an attempt to improve the literacy levels of learners, the Northern Cape Department of Education, issued a circular to schools instructing them to implement a daily reading period of 30 minutes. It is required of schools to indicate the reading period on the timetable and reading must be formally instructed. The purpose of the study was to determine the perspectives of teachers regarding the use of the reading period and school libraries. It is hypothesized that teachers do not provide enough exposure to learners regarding reading. Secondly It is hypothesized that teachers do not a create a reading culture or foster a positive attitude towards reading, because they ignore the reading period and do not use the library as a resource. A mixed method approach was followed, where both quantitative and qualitative research designs was used. The study consisted of a literature review and an empirical study. The empirical study was conducted at two high schools in the Namaqua District. The data was collected by means of a questionnaire which was completed by 16 Grade 8 and 9 teachers. Focus group interviews were also conducted with the participating teachers. An analysis of the empirical data showed the following : - According to the results the majority of the teachers are aware of the reading period. - The teachers indicated that the reading period is not implemented at both of the schools. - The teachers did not receive any guidance or support from the Northern Cape Education Department to assist learners with reading problems. - The data showed that both schools do have a school library. - From the responses of the teachers it seems that the library resources are old and insufficient. - The data indicated that the teachers do not use the school library as a resource to promote teaching and learning. - The learners are not exposed to the library to assist them with curriculum assignments. The research confirmed the research hypothesis that the reading period is not implemented and that the school library is not used by the teachers to promote the literacy levels and academic performance of the learners.
AFRIKAANSE OPSOMMING: Lees is ʼn noodsaaklike vaardigheid in die 21ste eeu en is een van die boustene van leer. Navorsing in Suid-Afrika dui daarop dat leesprobleme in Suid-Afrika besig is om ernstige afmetings aan te neem. Om die leesvermoëns en geletterheidvlakke van leerders te verhoog, het die Noord-Kaapse Onderwysdepartement (NKOD) ʼn omsendskrywe uitgestuur, waarin skole verplig word om daagliks ʼn leesperiode van 30 minute in te stel. Hierdie leesperiode moet op die skool se rooster aangedui word. Binne die leesperiode moet lees op ʼn gestruktureerde manier aangebied word. Die breë navorsingsdoelstelling van die studie is om ondersoek in te stel na die perspektiewe van opvoeders rakende die gebruik van die leesperiode en die skoolbiblioteek. As navorsingshipotese is eerstens gestel dat opvoeders nie aan die leerders genoeg blootstelling rakende lees gee nie. Tweedens is gestel dat opvoeders nie ʼn kultuur van lees skep nie of ʼn positiewe houding teenoor lees by die leerders kweek nie, want hulle verontagsaam die leesperiode en ignoreer die biblioteek as hulpbron. In hierdie studie is daar gebruik gemaak van ʼn gemengde navorsingsontwerp, waarvolgens beide kwantitatiewe en kwalitatiewe navorsingsmetodes gekombineer word om die navorsingsprobleem beter te verstaan. Die studie het bestaan uit ’n literatuurstudie en ’n empiriese ondersoek. Die empiriese ondersoek is by twee geselekteerde hoërskole in die Namakwa-distrik gedoen. Die data is versamel deur ‘n vraelys wat voltooi is deur 16 graad 8- en 9- opvoeders van die geselekteerde skole. Fokusgroeponderhoude is ook met die deelnemers gevoer. ʼn Ontleding van die empiriese data het getoon dat: - die meerderheid van die opvoeders kennis dra van die leesperiode. - die leesperiode by nie een van die twee skole geïmplementeer word nie. - die opvoeders geen leiding en ondersteuning vanaf die Noord-Kaapse Onderwysdepartement ontvang het rakende hulpverlening aan leerders met leesprobleme nie. - beide skole beskik oor ’n skoolbiblioteek. - die skoolbiblioteek se bronne onvoldoende is en meestal verouderd is. - die opvoeders nie die skoolbiblioteek gebruik om onderrig en leer te bevorder nie. - die leerders ook geen blootstelling kry aan die skoolbiblioteek om take binne die kurrikulum te doen nie. Die navorsing bevestig die navorsingshipotese dat die leesperiode nie geïmplementeer word nie en dat die opvoeders nie die skoolbiblioteek as ʼn bron gebruik om die geletterdheid en akademiese vordering van leerders te bevorder nie.
Bushula, Bruce Simphiwe. "Using a classroom library to promote extensive reading in a Grade 8 class in a Fort Beaufort District School, Eastern Cape : an action research case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017333.
Masenya, Tlou Maggie. "A framework for preservation of digital resources in academic libraries in South Africa." Thesis, 2018. http://hdl.handle.net/10500/27518.
Information Science
D. Litt. et Phil. (Information Science)
Moyo, Sharon. "Elementary school children’s acceptance and use of digital school libraries at Crawford Preparatory Pretoria School in Gauteng Province, South Africa." Diss., 2015. http://hdl.handle.net/10500/19899.
Information Science
M. Inf.
Matatiele, Refilwe Agnes. "Strategies for converting traditional academic library spaces to research commons : a South African perspective." Diss., 2020. http://hdl.handle.net/10500/27236.
Information Science
M.A. (Information Science)
Kau, Modiegi Jacqueline. "Schools as a conduit for taking public archives to children in the Gauteng Province of South Africa." Diss., 2018. http://hdl.handle.net/10500/25538.
Information Science
M. inf. (Archival Science)
Mohlala, Popopo Design. "Implementation of Enterprise Content Management System in Western Cape Government, South Africa." Diss., 2020. http://hdl.handle.net/10500/27066.
Information Science
M. Inf. (Information Science)
Тези доповідей конференцій з теми "Digital libraries – South Africa – Case studies":
"South Africa’s Quest for Smart Cities: Privacy Concerns of Digital Natives of Cape Town, South Africa." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4071.